Sure, you can hear complaints from Wilton High School students a mile away–the attendance policy doesn’t make sense, grades need to be weighted, lockers don’t work right. But what you won’t hear are complaints about famed WHS band director, Frank “Chip” Gawle. He takes the cake in terms of compliments.
“Mr. Gawle is more passionate about band than Vincent Van Gogh was about art. No other teacher I have had would put in this much time to make sure every student succeeded.” A bold statement from rising Elon University sophomore and member of the WHS class of 2014, and band alum, P.J. Collins. “His dedication to the WHS music program is something that never ceased to inspire and amaze me throughout my four years as his student,” Collins adds.
Current senior band member and future University of Chicago student, Katherine “Katie” Kahal, raves about Gawle. “He has a gift to command 180 kids to march together not because he is intimidating or because we want to get a good grade, but because everyone respects him. He constantly sacrificed free periods to help me practice for an audition and gave me opportunities to play that have made me a much better performer. He truly cares about the band and brings out the best in all of us.”
Perhaps such testimonials were heard by some of the highest music critics in the land–The Recording Academy and the GRAMMY Foundation, which recently named Gawle a quarter-finalist for a GRAMMY Music Educator Award. Of more than 4,500 initial nominations, only 213 music teachers made it to the quarter-finals.
The WHS Music Boosters initially nominated Gawle for the award, which, “…recognizes current educators (K through college, public and private schools) who have made a significant and lasting contribution to the field of music education and who demonstrate a commitment to the broader cause of maintaining music education in the schools,” according to the GRAMMY in the Schools website.
It’s clear that Gawle has done that, and more, given how his students praise him. Echoing many students, Kahal says, “Mr. Gawle is not only one of the best conductors I have ever had the opportunity to perform with, but he is also one of the best people I have ever known.” Sophomore Vedika Karandikar concurs: “He really connects with the students. He turns any mistake into a joke and makes each moment a learning experience.”
Gawle also helped pioneer the Advanced Placement Music Theory class at the high school, which he teaches. Gifted musician, WHS senior, and future Catholic University of America attendee, Rebecca Nisco, took AP Music Theory with him this past year. “He connects everything in music theory. In band you don’t typically have that classroom teacher setting, it’s that, ‘These are the notes you have to play.’ But in music theory you can really see he’s teaching not only about music theory, but about so many other things…he’s able to connect it.”
His colleagues equally praise him and his style of teaching. “I’ve never known a teacher who gives so much of himself. He loves kids,” says choir conductor Betsey DeGroff. Orchestra conductor Marty Meade points out some things that he says are truly important to understand how much Gawle deserves this award. “First is how long he’s been here. He got this job right out of college, so this has been his first and only job. [Second is] the marching band–it’s a unique thing around the state. The judges at the last competition said they have never seen a school bring two jazz bands that are as good as ours. And that’s really significant. It’s easy to think he’s only responsible for what goes on in the band, but it’s really more than that.”
Teaching in the Blood
Gawle did a stint as assistant principal from 1998-2000, a time when he proved to be instrumental in helping get the David F. Clune Center for the Arts built. It now plays host to both WHS performances as well as other municipal organizations. He gave the administrative route a try. “I thought I wanted to lead the school. I like big picture stuff. I always believed what you do is much bigger than just yourself and your family and your own nucleus of people. [But I] missed all the kids.”
No wonder he was a natural, given that Gawle’s inspiration was his own father. “He was a beloved teacher in our town. When I was a little kid, he ‘dragged’ me to all his games (he was the track coach), he was the drama guy…And I saw how much he got into being with the kids and how much they loved him,” he recalls. Despite initially wanting to be a lawyer, he knew as soon as soon as he finished his first semester at UCONN as a pre-law student–that’s when he fell in love with the music program.
Gawle could not be more humble about his nomination. “I feel a little uncomfortable with this because I work with John Rhodes and we are a team. A lot of my success is because he and I work well together. Its not just me, it’s him, it’s the Boosters, it’s the quality of the great kids.”
But, says Gawle, that’s something that has never really changed in all the years he’s been at WHS. “They have always been very nice, very smart, very appreciative. Most of the parents have always been like that too. They are very profuse in their appreciation.”
Apparently Gawle gets just as much as he gives. “The greatest part about teaching is being with young people who want to learn. This place is full of kids who want to learn and are very appreciative.Whenever the light bulb goes on and something clicks, thats what you live for; that’s fantastic….and the hugs, it makes you young, it gives you energy.”
There are special moments, of course.
“The proudest moment I’ve had was when the Class of 2011 chose me as their graduation speaker, because it wasn’t just the kids in the music program, it was everyone. That showed that my commitment to this school and the big picture was appreciated.”
He understands just what kind of impact he has had, too.
“My proudest moment as an administrator was helping to save the lives of the kids who really needed it. I got some tearful hugs at graduation(s) from kids who wouldn’t have made it otherwise. Those were beautiful moments,” he says with tears glistening in his eyes. Even more priceless moments than those take place in the band room–“…when the kids play so well that my hair stands up. I call them the ‘hair moments’. They have so much emotion and passion for what they’re doing and they do it so well that it moves me to tears, and those (moments) are frequent,” he says while wiping his eyes.
Recognizing it’s not just about what he can teach, Gawle understands that he has learned such powerful lessons during his time at WHS as well, most importantly, he says, about forgiveness.
“Whenever I screw-up, I feel really bad about it, I can’t sleep if I’ve hurt somebody’s feeling, thats usually what it’s about. I snap, I get mad, I say something I don’t mean. The next day I apologize and they always forgive me. Kids are so forgiving, it’s wonderful, I wish everybody can stay like that. I always feel like in teaching you always have a second chance,” he says.
Lessons, he says that are good for everyone. “I hope I taught them to think of others before themselves, is what it boils down to. You can’t have an ensemble by yourself.”
Clearly, it’s something Gawle has taken to heart.
“This isn’t work, it’s a life, it’s a way you live your life; teaching, it’s not a career, it’s a way of life. You never, ever stop thinking about your kids and what you can do for them. I have a real soft spot in my heart for all those kids.”
As for the GRAMMY Educator Award? Once the field of 213 finalists is narrowed down to 10 finalists, one recipient will be selected and recognized for his/her remarkable impact on students’ lives. The winner will attend the 2016 GRAMMY Awards to accept the award, attend the GRAMMY Awards ceremony, and receive a $10,000 honorarium. The nine other finalists will each receive a $1,000 honorarium, and the schools of all 10 finalists will receive matching grants.
Gawle, in Red Sox jersey, is pictured with the author’s article, GMW.com senior intern Stephanie Scamuffo, far right.